econfident Leaders in Norfolk

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e-confident Leaders in Norfolk

• Sebastian Gasse
• Secondary Strategy ICT Adviser

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Why am I here?

• We are looking for increased involvement of
  school leaders in strategic decision making
  related to ICT at school, cluster and local
  authority level. We need partners in schools to
  lead the management of change which involves the
  use of ICT.

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Norfolk ICT Vision

• Learners will be able to access education at any
  time from wherever they are. School staff, school
  leaders, governors, parents and local authority
  staff will be able to access the information they
  require at any time from wherever they are.

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Vision

• As blended learning becomes common practice,
  learners are increasingly given responsibility
  and control to engage in learning through digital
  resources and networked communication
  technologies.
• They can learn at their own pace and style at any
  time and at any place and the social aspects of
  learning are enhanced by the use of technology.
• They are part of learning communities beyond the
  institution they are learning or working in.
  Increasingly, learning becomes a lifelong process
  with educational achievements transferable from
  one learning place to another.

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E-confident SchoolLeadership and Vision

• High levels of staff confidence, competence and
  leadership
• Secure, informed professional judgement
• Leading and managing distributed and concurrent
  learning
• School as the lead community learning and
  information hub

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E-confident SchoolTeaching and Learning

• Re-engineered teaching, learning and assessment,
  integrated and effective use
• Pupils with high ICT capability
• Coherent personal learning development support
  and access - for the whole workforce

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E-confident SchoolManagement and Organisation

• Appropriate resource allocation to ensure
  sustainable development
• Availability, access and technical support
• Effective application within organisational and
  management processes
• (adapted from NCSL/Harnessing Technology)

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School Vision for ICT

• Facilitate and lead the development of a School
  vision for ICT.
• Me?
• SLT?
• HT?
• ICT Co-ordinator?
• Network Manager?
• Subject Leader?

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Support for developing a school Vision.

• NCSL Self Review Framework (LINK)
• Norfolk Vision for ICT (Esinet)
• Norfolk E-Learning Strategy

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ICT in Schools
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SLICT and ICT as a Subject

• Support, challenge, monitor and review like any
  other subject
• Be aware of current future pressures
• Changed curriculum due to GNVQ withdrawal (QCA)
• Functional Skills from 2008 (QCA)
• Review of KS3 Curriculum, GCSE and A-Level
• ICT Specialist Diploma (QCA)
• KS3 Onscreen Test and assessment (NAA)
• 14-19 Developments (QCA)

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KS3 Onscreen Test update

• Policy changes in relation to assessment
• On demand assessment, personalisation
• E-assessment
• Schools should engage with the test, but no
  longer need to enter entire cohort for 2007
• Support ICT department in decision making with
  benefits, resources capacity in mind

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Benefits for subject leaders

• independent, dependable assessment of pupils
  capability, validated to QCA standards....not
  clouded  by personal interpretations and
  judgments.
• immediate formative reporting....opportunity
  to work with students to help them improve
• banks of tasks aligned to POS and level
  descriptions
• progression maps showing progression across POS
  using level descriptions
• diagnostic function...test before teaching.
• potentially reduced assessment burden.
• potential for easier data management...import/expo
  rt data.

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ICT as a Subject

• Who should decide on the ICT accreditation
  options for KS4?
• Me?
• SLT?
• HT?
• ICT Co-ordinator?
• Network Manager?
• Subject Leader?

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SLICT and Administration, Management

• Lead the introduction of an MIS (where changed)
• Lead the change of how MIS are used by teachers
  (pupils/parents)
• Ensure joint up thinking where decisions about
  administration/systems are treated separately
  from T L
• Monitor impact of (administrative) ICT use on
  teachers

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Your school are introducing lesson based
electronic registration. Who ensures that all
teachers have a laptop connected to the network?

• Me?
• SLT?
• HT?
• ICT Co-ordinator?
• Network Manager?
• Subject Leader?

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ICT across the Curriculum

• Co-ordinate use of ICT within subjects
• Oversee allocation of equipment, accommodation
  support
• Monitor and review through school self evaluation

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ICTAC The question

• Who ensures that departmental evaluation includes
  the right questions to monitor and evaluate the
  use of ICT?
• Me?
• SLT?
• HT?
• ICT Co-ordinator?
• Network Manager?
• Subject Leader?

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ICTAC Support

• Secondary Strategy Support
• ICTAC Strategy documents
• Embedding ICT (DVD)
• Practical Support Pack (DVD)

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ICT as a Medium

• Learning Platforms as a key development for the
  next few years
• Infrastructure and support at school
• Professional Development at School

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Benefits of Learning Platforms for
schools/teachers

• Systems to support organising and keeping of
  content, making these accessible for others to
  use.
• Out of school access to materials and resources
  for home working or access by parents
• The ability to link with other schools locally,
  regionally or nationally using the same
  facilities, including networks or a cluster of
  feeder schools working jointly on projects
• Areas for groups with similar interest to work
  together
• The ability to track and plan student work, and
  have this available at home
• A web presence for schools that do not already
  have this

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Benefits of Learning Platforms for pupils

• Pupils will be able to access
• A safe environment for online interactions.
• A set of useful ICT tools to support learning,
  compatible with a wide range of learning styles
• A chance to engage in collaborative project work
• Materials and resources for home learning

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Learning Platform key considerations

• A Learning Platform should eventually talk to
  your MIS
• A Learning Platform should allow collaboration
  with other schools/institutions from the outset
• A Learning Platform should allow home/school
  communication
• A Learning Platform should be secured as a
  managed service
• Changing times mean that high investments carry
  potentially high risks

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Programme organisation

• Rollout to 60 Primary Schools and up to 17
  Secondary Schools in the first year
• Holistic approach to school ICT systems working
  towards interoperability
• Training for teachers, schools staff as well as
  technical training
• In schools support
• Schools agree to provide Hands on Support to
  other schools

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Staging the Learning Platform Development

• Simple web-based learning content systems
• These are simple internet-based services.They
  usually offer facilities to upload
• and download files, as well as tools for basic
  communications such as message
• boards or maybe a chat facility.
• More advanced systems, often called virtual
  learning environments (VLEs)
• These offer more sophisticated tools such as
  learner support (course
• information, tutor support, live mentors, peer
  support), learner tools (such as
• tools to create web pages), management and
  tracking of learner activity, and
• more highly developed assessment tools.
• Managed learning environments (MLEs)
• These are comprehensive systems where the VLE and
  the school management
• information systems (MIS) and other programs
  (such as finance or staffing
• systems) can share data and exchange information.
  It is intended that all
• schools will ultimately have access to an MLE.
• You can deliver personalised online learning with
  any of these types of learning
• Adapted from Planning for personalised
  Learning(BECTA)

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Support available

• Learning Platform Programme (Advisory Services)
• Learning Platforms Making IT personal (DfES)
• Planning for Personalised online learning
  (BECTA)
• BECTA website
• LP Matrix (http//matrix.ncsl.org.uk)
• Buildings Schools for the Future (BECTA)

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Technical Support

• Changing roles responsibilities
• FITS Framework for ICT Support should be
  implemented

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Good Leadership in ICT

• having a clear understanding about the nature of
  ICT as a subject, and a learning medium
• understanding why ICT is potentially the most
  powerful learning medium yet developed
• having a clear vision of what the school should
  achieve with ICT over time
• being able to demonstrate how investments in ICT
  are impacting on learning and attainment
• achieving the balance between teaching ICT skills
  and applying them to learning
• knowing the key components to an ICT strategy
  that must be in place for ICT to succeed.
  (adapted from NAACE)

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Effective coordination in ICT

• managing developments according to the school
  development plan for ICT
• maintaining good communication with SMT, heads of
  department, teachers and technicians
• identifying solutions to obstacles to ICT
  developments
• keeping SMT and teachers aware of key
  developments in ICT
• supporting staff development in the use of ICT
  across subjects
• evaluating progress in developing ICT and
  publicising pupils' achievements in using ICT
• . (adapted from NAACE)

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Links

• You can find all the links and references to
  documents on my blog
• http//elgg.learnblog.net/news/weblog